Community Helpers Engaged Learning Project

Title of Project: Our Community Helpers

Subject(s): Social Studies, Writing, Math, and Technology
Grade Level(s): Kindergarten

Abstract:
After learning about Community Helpers, kindergarten students will create a project which includes a written report and illustration to present to their peers. Their presentations will also be recorded for parents and the
community and be shared through the school newsletter. They will also display their finished products in the hallway to share what they’ve learned and which community helper they selected as a possible career.
Kindergarten students will assume the role physically or digitally of a teacher, construction worker, mail carrier, police officer, firefighter, nurse, doctor, soldier, farmer, or baker. While students are learning about
each community helper, they will have the opportunity to interview in person, or digitally, various community helpers to help get an idea of the helper they would like to be in the future. At the end of the unit, students
will create a written report that includes an illustration of the community helper they chose. Students will record each other as they present their project which will be shared through school announcements.
Students will participate in this engaged learning project in and outside of the classroom on school grounds i.e. playground, cafeteria etc. It is imperative that the students understand why community helpers are an
essential part of a well functioning community. More specifically, how the contributions of individual helpers combine for the greater good of society. This project also offers students insight into available career
choices for their future. Students each have their own chromebooks which they will use to watch videos and play games to help them better understand what each community helper does. They will use iPads to record
one another’s presentations (with guidance from the teacher). Students will also interact with local community helpers via Google Meet or Zoom when in-person interviews cannot be conducted. Students will learn by
listening to books being read, interviewing local community helpers, kinesthetic activities, e-books (Epic’s non-fictional books on each community helper), internet websites (with close monitoring and supervision),
videos, games, and peer groups (students choosing the same community helper can work together). Parents will be aware of the community helper project through the weekly newsletter. Each week parents will be
informed which community helper will be taught/discussed. This unit brings real life interaction between community helpers and our students while fostering collaboration between two classrooms in different
counties through Zoom and/or Google Meet.
Learner Description/Context:
This engaged learning project is for two different school districts with different learning environments. Stone Creek Elementary located in Rossville, Georgia is a Title I school. Students are 5 years old and come from
low soci-econmoic backgrounds. The students are transient as they move from school to school depending on parents / guardians ability to find work. Students come from different ethnicities including American
Indian, African American, Hispanic, White, and multi-racial. The diverse population also includes exceptional students from those with disabilities to those that are gifted. Every student receives free breakfast and
lunch. The school is located near an active crime area which causes periodic schoolwide lockdowns. Students receive food bags on Fridays to take home on the weekends so they have food to eat. Stone Creek
elementary is a one to one school and every student has his or her own chromebook. The classroom has a ViewSonic interactive board as well as a classroom iPad. The school district has set up hotspots throughout the
county to help provide as many students with access to the internet as possible. As a kindergarten teacher, I teach all content areas and have a paraprofessional. My kindergarten classroom contains students with
disabilities. A normal kindergarten class size ranges from 18-24 students. My classroom uses stations for every subject after direct instruction. While I work with one small group (about 6), my paraprofessional works
with another group (about 6), and the third group will work independently. Kindergarten teachers also split their students up according to reading ability and each student will go with their reading group to another
teachers room while other students from other classrooms will come to mine for instruction. Kindergarten teachers loop with their students to first grade so I will have the same students for two years.

Martin Technology Academy is the second school and is located in Flowery Branch, Georgia. This small town is growing fast as the urban sprawl of Gwinnett pushes North. The diversity at Martin is incredible, we
have students from all over the world such as: China, Africa, Russia, Columbia, as well as Mexico. The reason we have many migrant students in our area is due to the local Poultry Industry and our factories
including MARS i.e. Wrigley’s which is located within a few miles of our school. The socio-economics of our school also has a wide range, we have students who are basically homeless to students living in million
dollar homes. Martin participates in the weekend food bag program for those families that are food insecure. In my classroom, I teach all content areas to approximately 18-22 kindergarten students. I have a
paraprofessional in my class that assists my students and myself when needed. She works with students to accommodate their specific needs and monitors the room when I am working with students. My students are
very diverse and are from all socioeconomic statuses. My class normally has between 5-8 ELL learners, 2-3 African American, 1-2 other nationalities, and the rest are Caucasian students. Our school has recently
become a Title I school due to the needs of our students and families. The socio-economics of Martin are varied with some students having practically no access to technology while other more affluent students have
multiple personal devices with internet access. Due to having a diverse class make-up, I am constantly thinking about how best to integrate technology in the classroom to meet the needs of my students while keeping
in mind that not all students have access to technology i.e. internet at home. Martin is a technology school and we are fortunate to be one-to-one with every student having a personal Chromebook. This allows our
students to learn not only from teachers and peers, but also with their technology device. Each class also has access to iPads that are available for check out. Our school has a green screen room that the teachers can
reserve, as well as, our school’s computer lab with a class set of desktop computers.

Time Frame:
This unit will take 4 to 6 weeks to complete. Each community helper lesson will take up to two days to teach including time for the community helper to speak to the class. The lessons about community helpers will
be incorporated into their reading, writing, and social studies time during the day.

Standards Assessed:
SSKE1: Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.
ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information
about the topic.

ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools in collaboration with peers.
ELAGSEKW7: With guidance and support, participate in shared research and writing projects

SSKCG1 Demonstrates an understanding of good citizenship.

a. Explain how rules are made and why.
b. Explain why rules should be followed.

MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

ITSE -S1.1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:

1.1.c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning

in a variety of ways.

1.1.d. understand the fundamental concepts of technology operations, demonstrate the ability to choose,

use and troubleshoot current technologies and are able to transfer their knowledge to explore

emerging technologies.

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

ITSE-S1.2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical. Students:

1.2.b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions

online or when using networked devices.

1.2.c. demonstrate an understanding of and respect for the rights and obligations of using and sharing

intellectual property.

ITSE-S1.6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their

goals. Students:

1.6.a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.

1.6.d. publish or present content that customizes the message and medium for their intended audiences.

ITSE-S1.7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:

1.7.b. use collaborative technologies to work with others, including peers, experts or community

members, to examine issues and problems from multiple viewpoints.

1.7.c. contribute constructively to project teams, assuming various roles and responsibilities to work

effectively toward a common goal.

PSC 4/ISTE 4 Collaborator - Candidates dedicate time to collaborate with both colleagues to create authentic learning experiences that leverage technology

Collaboration with Colleagues Candidates dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (PSC 4.1/ISTE 4a)

Collaboration Tools Candidates use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (PSC 4.3/ISTE 4c)

Cultural Competency Candidates demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. (PSC 4.4, ISTE 4d)

PSC 5/ISTE 5 Designer - Candidates design authentic, learner-driven activities and environments that recognize and accommodate learning variability

Authentic & Active Learning Candidates design authentic learning activities that align with content area standards

and use digital tools and resources to maximize active, deep learning (PSC 5.2/ISTE 5b)

Learner Objectives:
➢ Students will be able to match 7 out of 10 community helpers to their job in the community and explain what each community helper does.
➢ Using the GKIDS continuum, students will choose a community helper to write a nonfiction piece to teach their peers, parents, and community about what their community helper does.
➢ Using a checklist, students will use simple shapes to create a garbage truck and identify what shapes they used.

The “hook” or Introduction:

Teachers will bring students to the carpet and begin showing pictures of each community helper to see if they can identify who they are. To ensure students do not blurt out and give all students equal amounts of time
to think, students will give the teacher a “thumbs up” at their chest to sign they have an answer. Once 90% of the class is ready, the teacher will call on a student to answer. The teacher will go through each
community helper and then begin asking questions about how all these people are connected to us. Students will be able to discuss quietly with their carpet partner and come back together to explain their answers.
The teacher will begin talking about how our classroom will have the opportunity to interview real community helpers either in person or recorded zoom/Google Meets as well as meeting with another classroom
from a different county/school district. Students will be interested and engaged in this unit because these community helpers are like superheroes to them. These community helpers are generally the ones they want to
be when they grow up. This unit also brings real life interaction between the community helpers and our students as well as fostering collaboration between two classrooms in different counties through Zoom and/or
Google Meet.

Process:
Students will come to the carpet and a picture of a community helper will be presented on the board asking “Who am I? What’s my job? How do I help the community?” Teachers will facilitate and guide discussions
based on prior knowledge and write student’s ideas on chart paper that will be displayed in the classroom to refer back to during the lesson. After the discussion, the teacher will read a book and play a video about the
community helper of the day. During this process, the teacher will refer back to the original picture and chart paper to answer the questions about the community helper. Students will then complete a task based on the
tools or resources used by the community helper. This process will help the students choose what community helper they would like to write and present about at the end of the unit.

Tasks to Complete

Teacher (Day 1 and 2)
Task 1: Students will create a teacher badge to wear and teach the
class about something they are interested in.
➢ Student role- Students will take on the role of producer by creating a teacher badge. They will also take on the role of
teacher as they teach the class about something that interests them.
➢ Teacher role- The teacher will act as a guide as students are creating their teacher badges and will act as a co-learner while
students are teaching the class about something that interests them.

➢ Assessment- Students will be assessed on the completion of their teacher badge, their ability to teach the class about
something they are interested in, and can explain what a teacher is.

Construction Worker (Day 3 and 4) ➢ Student role- Students will take on the role of producer by building a bird feeder in any way they choose using pipe cleaners

Task 2: Students will make a tool belt with common construction and cheerios. Students will also take on the role of explorers as they figure out how to make the bird feeder usable by using different

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University

tools using construction paper and crayons. Students will build a
bird feeder using pipe cleaners and cheerios. After the bird feeders
have been built, students will hang them on the playground fence to
feed the birds.
Mail Carrier (Day 5 and 6)
Task 3: Students will write a letter to send to their parents. Students
will put all of the letters in a special mail carrier bag and put the
letters in the mailbox.
Police Officer (Day 7, 8, and 9)
Task 4: Students will create a police officer’s badge, hat, and stop
and go signs. Students will also interact when given a scenario of
what is right and wrong.
Firefighter (Day 10, 11, and 12)
Task 5: Students will create a fireman’s badge and hat. Students
will also play an interactive game on Sparky to learn more about
fire safety.
Nurse/Doctor (Day 13 and 14)
Task 6: Students will create a “bag of tools” a nurse and doctor
would use when working with a patient. Then our school nurse
will bring in a stethoscope to let students use this tool to hear their
peer’s heartbeat.
Soldier (Day 15 and 16)
Task 8: Students will participate in a mini work-out (kid friendly)
to engage in “basic training” like activity.
Farmer (Day 17 and 18)
Task 9: Students will plant seeds in our school’s garden using
gardening tools.
Chef (Day 19 and 20)
Task 10: Students will make a chef’s hat and decorate a pre-baked
cookie.
Trash Collector (Day 21 and 22)
Task 10: Students will make a hat and create a garbage truck using
simple 2D shapes. Students will clean up trash around the school
and playground.
Community Helpers Engaged Learning Project
strategies.
➢ Teacher role- The teacher will act as a guide and co-learner while students are creating and using different strategies to build
their bird feeder. The teacher will ask probing questions to help students think through the process of building their bird feeders.
➢ Assessment- Students will be assessed on completion of the bird feeder and being able to explain what a construction
worker is.
➢ Student role- Students will take on the role of producer by writing a letter to their parents and putting it in the mailbox.
Students will also take on the role of explorer as they deliver letters and/or messages to other classrooms or the front office for real world
experience.
➢ Teacher role- The teacher will act as a guide and facilitator as students write their letters and put them in the mailbox and
deliver messages throughout the school.
➢ Assessment- Students will be assessed on completion of mailing a letter to their parents and being able to explain what a
mail carrier is.
➢ Student role-Students will take on the role of producer by coloring and creating a badge and hat. Students will also take on
the role of explorer when given a scenario. Students will talk about what is right or wrong.
➢ Teacher role-Teacher will act as a guide while students are coloring and creating the police officer badge and hat. The
teacher will act as a facilitator while students are interacting with the scenarios.
➢ Assessment- Students will be assessed on completion of creating their badge and hat and being able to explain what a police
officer is.
➢ Student role-Students will take on the role of producer by coloring and creating a fireman’s badge and hat. Students will also
take on the role of explorer as they play an interactive game to learn about fire safety.
➢ Teacher role- Teacher will act as a guide while students are coloring and creating their fireman badge and hat. The teacher
will act as a facilitator, guide, and co-learner while students are playing the interactive fire safety game.
➢ Assessment- Students will be assessed on completion of creating their badge and hat and being able to explain what a
firefighter is.
➢ Student role- Students will take on the role of producer by coloring and creating a bag of tools nurses and doctors use.
Students will also take on the role of explorer as they use new tools to hear their peer’s heartbeat.
➢ Teacher role- Teacher will act as a guide while students are coloring and creating their bag of tools. The teacher will act as a
facilitator while students are using the stethoscope to hear their peer’s heartbeat. The teacher will become a co-learner as they also learn
how to use a stethoscope from the school nurse.
➢ Assessment-Students will be assessed on completion of creating their bag of tools and being able to explain what a nurse
and doctor are.
➢ Student role- Students will take on the role of explorer as they complete a mini workout on the playground to simulate basic
training. Workout includes running, pull-ups, sit-ups, push-ups, jumping jacks, and rope climbing.
➢ Teacher role- Teacher will act as a guide and facilitator while students are completing their mini workout. The teacher will
ensure student safety.
➢ Assessment- Students will be assessed on completion of a soldier's mini workout and being able to explain what a soldier is.
➢ Student role- Students will take on the role of producer by planting something in our school garden. Students will also take
on the role of explorer as they use new tools to plant their seed.
➢ Teacher role-The teacher will act as a guide while students are planting their seeds and using the new tools to plant.
➢ Assessment-Students will be assessed on completion of planting something in our school’s garden and being able to explain
what a farmer is.
➢ Student role- Students will take on the role of producer by making a chef’s hat and coloring it any way they choose.
Students will also take on the role of explorer as they use new tools to decorate a pre-baked cookie.
➢ Teacher role- The teacher will act as a guide while students are creating their chef’s hat and decorating a pre-baked cookie.
➢ Assessment- Students will be assessed on the completion of decorating a cookie and being able to explain what a baker is.
➢ Student role- Students will take on the role of producer by making a hat and coloring it any way they choose using sentence
trips and butcher paper. Students will also take on the role of explorer as they use new tools to clean up trash around the school and
playground.
➢ Teacher role- The teacher will act as a guide as students are creating a hat and a facilitator as students are creating their
garbage truck using 2D shapes. The teacher will ensure the safety of the students as they pick up trash around the school and on the
Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

playground.
➢ Assessment- Students will be assessed on cleaning up trash around the school, creating a trash truck using 2D shapes and
identifying shapes used, and being able to explain what a trash collector is. (MGSEK.G.5)

Final Written Work and Presentation
(1 week to create and 3 days to present)
➢ Student role- Students engage all three indicators for student roles (explorer, teachers, and producer) for their final project.
Students will become explorers as they research their chosen community helper through videos, e-books, classroom books, interviews, and
collaboration with peers. Students will become producers as they produce their final written piece and illustration to present. Students will
become teachers as they present their final presentation to their peers, parents, and community.
➢ Student-directed learning- Students will choose their community helper, research material (digital and/or paper), and
productivity tool (greenscreen, voki, flip, etc.) to complete their project. Students will also choose their presentation method.
➢ Teacher role- The teacher will engage in all three indicators for teacher roles (facilitator, guide, and co-learner/co-
investigator). The teacher will facilitate discussions and guide the learning process by providing prompt feedback and tutoring as needed.
The teacher will work with students one on one and in small groups to remediate and extend their learning. The teacher will become a co-
learner/co-investigator as the students begin to conduct their research.
➢ Assessment- Students will be assessed on picking a productivity tool, presentation, and their writing piece on the community
helper they chose. (ELAGSEKW2, ELAGSEKW6, ELAGSEKW7)
Students will also be assessed by completing a Google Doc naming each community helper and one thing they learned. (SSKE1)

Product:
Students will create a video project based on their written report about the community helper they chose. The project will inform others about how community helpers make a difference in their community and the
positive attributes each helper has on the community. Students will begin seeing how a community works as a team and how each person plays a part to keep it safe and running. Students will use e-books to listen to
nonfiction books, will use iPads to record their presentation, and their chromebook to watch videos and play games to learn about community helpers. After each presentation, students will have three minutes, which
will be displayed on the ViewSonic/Projector, allowing time to ask questions, praise, and provide feedback on each student’s presentation. The completed videos will be shared on curriculum night as well as links
provided on the school’s social media and newsletters.
1. Teachers will assess student’s writing using the GKIDS continuum to prove that they have met the kindergarten writing standards.
2. Teachers will assess student’s to see if they created a presentation using a productive tool (they have used before) about the community helper of their choice.
3. Teachers will assess student’s knowledge of shapes by asking them what shapes they used to create their garbage truck using a checklist.
4. Teachers will assess student’s knowledge of the community helpers through a Google Doc matching activity.

Technology Use:

Technologies How the technology is used to support the project. How does the proposed technology used in this learning experience
support the indicators of engaged learning?

Email/Newsletter/Social Media: ➢ To communicate with parents and community ➢ Social Interactions - Collaborative: This technology tool is used
helpers. to collaborate with community helpers and share progress and finished
presentations.

Canvas/Google Classroom: ➢ To assess and give students immediate feedback ➢ Assessments - Seamless, Ongoing: This technology tool is used
from their assessment. to provide immediate feedback on their assessment and research process.

➢ Learning Tasks - Student-directed: Canvas and Google

➢ These resources provide students with resources Classroom will provide students with resources needed to research their
needed when researching their community helper. community helper.

➢ Teacher Roles - Guide: This tool allows the teacher to provide

➢ Teachers will embed links in their learning
platforms with books and videos for students to watch and
research.
➢ Teachers will use standards and ISTE standards to
form learning in Canvas/ Google Classroom.
research links, videos, etc., to guide students’ research.
➢ Content and Learning Goals - Standards-based: Each standard
addressed will be listed on Canvas/Google Classroom as well as specific
learning targets.

Google Meet/Zoom: ➢ To meet and talk to community helpers about what
their job is and answer any questions students may have.
➢ As community helpers are presenting, the teacher is
taking notes and clarifying anything that might be hard for students
to understand.
➢ Social Interactions - Collaborative: This tool is used to allow
students to interview community helpers that cannot attend in person.
➢ Teacher Roles - Co-learner/co-investigator: This tool allows
teachers to become part of the audience as community helpers teach students
and the teacher about their jobs. Teachers can also ask clarifying questions to
learn more.

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

➢ Teacher Roles - Facilitator: This tool allows the teacher to

➢ The teacher may help facilitate introductions and facilitate discussion and prompt students as they conduct interviews as needed.
start the interview off with a question. ➢ Learning Tasks - Authentic/Meaningful: Students will
➢ When students are interviewing or taking on the interview real community helpers and base their final project on real world
role of that community helper. findings.

iPads: ➢ Students will record their peer’s presentation about ➢ Assessments - Performance-Based: This tool will be used to
the community helper they chose. assess the students final presentation.

➢ Students are using the iPads to view and learn ➢ Student Roles - Teacher: This tool supports the teacher
about their peers' community helper. indicator because their final presentation can be used to teach others about
community helpers.

Chromebooks: ➢ Students will use their Chromebooks to watch ➢ Student Roles - Explorer: This tool supports the role of explorer
videos, listen to books, and play games to research about the by providing students with multiple ways to research community helpers.
community helpers.

e-books: ➢ The teacher will use e-books for students to learn ➢ Content and Learning Goals - Challenging: This tool will be
and research about their community helper. challenging for emergent readers. If reading the nonfiction book is too
challenging, students have the option of having the book read to them.

Instructional Software: ➢ Students will use Sparky, Flip, and BrainPOP jr. ➢ Content and Learning Goals - Challenging: Sparky is scenario
based and can be challenging for some students. Flip is also challenging as
kindergarten students are new to using this software. BrainPOP jr. has videos
with quizzes and activities that require higher order thinking.

YouTube: ➢ Teachers will share/show videos about community ➢ Learning Tasks - Culturally Responsive: YouTube videos about
helpers that expose them to culturally diverse and non-traditional community helpers are culturally diverse and include many different ethnic
genders in community helpers. groups and non-traditional genders.

Timer on ViewSonic/Projector: ➢ To provide time for questions, feedback, and ➢ Assessments - Generative: Students will be given three minutes
reflection. at the end of each presentation to ask questions and provide feedback which
will encourage students to reflect on their work.

Pencil and paper: ➢ Teachers will create a paper/pencil copy of the ➢ Student Roles - Producer: This tool supports specialized
learning assessment and final project. learning needs for students who prefer paper and pencil over a digital form to
complete/produce their final written project and their matching assessment.

➢ Learning Tasks - Multi-disciplinary: Students are able to

complete their writing piece, creation of garbage trucks using shapes, and
➢ Teachers will allow students to complete and create matching assessment in paper format. Each task/assessment is for different
their different academic learning targets by pencil and paper. academic standards across multiple disciplines.

References and Supporting Material:

Topic Resources used to develop learning experience Materials instructor would need to implement learning
experience

Teacher Teachers Rock: https://www.youtube.com/watch?v=35KOGvQa3bc Yarn, printed teacher badges, crayons, markers, pencils, scissors,

Read Teacher book in Social Studies Tub tape, glue, staples

Teacher: PebbleGo

Construction Worker Read construction book in Social Studies Tub Pipe cleaners, cheerios, crayons, markers, pencils, construction

Pete the Cat Construction Destruction: https://www.youtube.com/watch? paper, butcher paper, sentence strip, scissors, tape, glue, staples

v=tSCtHzpeXkA

Construction Worker: PebbleGo

Construction Site Field Trip:

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

https://gpb.pbslearningmedia.org/resource/b40052d2-202a-4fee-bf6f-
5e63f91e9936/b40052d2-202a-4fee-bf6f-5e63f91e9936/

Mail Carrier Snail Brings the Mail: https://www.youtube.com/watch? Writing paper, pencils, envelopes, stamps, classroom bag (any bag
v=2v5TgCk8PCk is fine), scissors, tape, glue, staples

*Post Office Field Trip - http://www.viewpure.com/tGOE-qxRVZw?

ref=bkmk

Police Officer Pebble Go: Police Officers Red and green construction paper, popsicle sticks, construction
https://site.pebblego.com/modules/5/categories/5007/articles/5197 paper for badge, butcher paper, sentence strips, crayons, markers,

Read: Police Officers from Social Studies Tub pencils, scissors, tape, glue, staples

BookFlix: Police Officers on the Go

https://bookflix.digital.scholastic.com/pair/detail/bk0015pr/start?
authCtx=U.600172443

Read: Police Officer https://www.getepic.com/app/read/25739

Firefighter BookFlix - How Things Work: Fire Trucks Crayons, markers, pencils, butcher paper, sentence strips,

https://bookflix.digital.scholastic.com/pair/detail/bk0129pr/start? construction paper, scissors, glue, staples, tape

authCtx=U.600172443
Brain Pop Jr. - Fire Safety
Fire Safety
Learn About Firefighters
Learn about Firefighters for Kids
Sparky interactive fire safety game

Nurse/Doctor BookFlix - A Day with Doctors Crayons, markers, pencils, construction paper, printable medical
https://bookflix.digital.scholastic.com/pair/detail/bk0122pr/start? tools, stethoscope, scissors, tape, glue, staples
authCtx=U.600172443

Brain Pop Jr. - Going to the Doctor:

https://jr.brainpop.com/health/bewell/goingtothedoctor

Soldier Our Amazing Military https://www.youtube.com/watch? None needed

v=o2awQMJfH1Y

US Military Physical Fitness Training

https://www.youtube.com/watch?v=7TlEqKnfyU0

Don't Forget, God Bless Our Troops by Jill Biden: Children's

Books Read Aloud on Once Upon A Story

Farmer PebbleGo: Farmer Seeds, garden or plastic cups and potting soil, garden trowel,

I want to be a Farmer
https://www.youtube.com/watch?v=WtH7hNKyOD8

Chef I want to be a Baker! https://www.youtube.com/watch?v=_j_sBq_GaVE Butcher paper, sentence strips, crayons, markers, pencils, pre-baked
cookies, decorating icing in various colors, scissors, glue, tape,
Social Studies Tub: Book about a Chef staples

Trash Collector BookFlix: I Stink or Garbage Trucks Butcher paper, sentence strips, pencils, crayons, markers, surgical
https://bookflix.digital.scholastic.com/pair/detail/bk0075pr/start? gloves, trash bags, 2D shapes (already cut out), construction paper,
authCtx=U.600172443 glue, scissors, tape, staples

Pebble Go: Garbage Collectors

Final Written Work and Presentation Students will use the videos and books listed above to help with their Paper, pencils, iPads, Chromebooks, crayons, markers, construction
research and creating their final project. paper, staples (for bulletin board)

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

Students will assess the social studies standard by completing the

community helper naming activity.

Community Helper Naming Activity

What modifications have you made since you submitted your “idea” for feedback?
Katie suggested the videos be presented at a parents night or community night, so we’ve included the videos being presented on loop during curriculum night.

Brent and Jonathan suggested we provide a way for their peers to give feedback and offer praise to strengthen the generative indicator. We have allotted time after each presentation for students to provide feedback. A
timer will be added on the ViewSonic/Projector to make sure each student has the same amount of time to present and receive feedback.

Which indicators of Engaged Learning will be high in this lesson and Why?

Components Indicators Rationale

Content and Learning Goals ➢ Standards-based ➢ This project meets the definition of standards-based because it addresses 6
➢ Challenging Academic standards and 4 ISTE-S standards.
➢ This project meets the definition of challenging because it moves students
beyond knowledge and into analysis of why each community helper is important as well as
synthesizing their ideas of future self.

Learning Tasks ➢ Authentic/Meaningful
➢ Student-directed
➢ Multi-Disciplinary
➢ Culturally responsive
➢ This project meets the definition of authentic/meaningful because students
participate in real-life scenarios, assume community helper roles, grapple with open-ended
questions (what do you want to be when you grow up and why?), and produce products for
their peers, school personnel, parents, and community members.
➢ This project meets the definition of student-directed because students will be
interviewing community helpers to help them discover what type of community helpers they
would like to be in the future.
➢ This project meets the definition of being culturally responsive because it
includes “funds of knowledge” from the community the students live in as well as the socio-
economic background of each student. The community helpers include protectors, teachers,
healers, and builders from all educational levels. Some community helpers will have college
degrees and some will not, but all are equally important.

Student Roles ➢ Explorer ➢ This project meets the definition of explorer because it incorporates new
➢ Teacher ideas and introduces new tools for students to utilize as they conduct their research to
➢ Producer complete their project.
➢ This project meets the definition of teacher because once the students have
completed their project, they will present it to their peers, parents, and community.
➢ This project meets the definition of producer because the students will create
a project that others can use to learn about the roles and responsibilities of various
community helpers.

Teacher Roles ➢ Facilitator ➢ This project meets the definition of facilitator because the teacher will
➢ Guide stimulate discussion about each community helper to gauge understanding and higher-order
➢ Co-learner/co-investigator thinking as well as monitoring students' learning throughout the project providing prompt
feedback.
➢ This project meets the definition of guide by helping students with questions
and individual tasks to reach their learning target by modeling, mediating, explaining,
clarifying, redirecting, and providing options. The students will have learning targets for
each community member as well as their final project at the end of the unit.
➢ This project meets the definition of co-learner/co-investigator because the
teacher will explore ideas outside of expertise by learning about other community helpers,
allow students to interview community helpers for answers that the teacher may not know,
and collaborate with community helpers to acquire knowledge necessary to help students
reach learning targets for their final project.

Social Interactions ➢ Collaborative ➢ This project meets the definition of collaborative because students will work
together to understand what each community member does and how they help their
communities as well as sharing ideas on their final project.

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

Assessments ➢ Performance-based
➢ Seamless, Ongoing
➢ Generative
➢ This project meets the definition of performance-based because each student
will be graded on their final project at the end of the unit using a completion checklist.
➢ This project meets the definition of seamless, ongoing because students will
receive feedback on their performance throughout the entire learning process. Feedback will
be provided one-on-one or in small groups as needed. Positive feedback will also be
provided frequently so that students know they are doing a good job and are meeting the
learning targets.
➢ Peers will be allowed three minutes after each presentation to reflect and ask
questions about each student’s presentation. Peers may also offer praise and helpful
suggestions. Students will also come up with interview questions for each community
helper.

References

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Bookflix. (2018). How Things Work: Fire Trucks

https://bookflix.digital.scholastic.com/pair/detail/bk0129pr/start?authCtx=U.600172443

Bookflix. (2018). I Stink or Garbage Trucks.

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Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

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Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University
 Community Helpers Engaged Learning Project

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HarperCollins.

Shannon Stanley, Ed.S. & Brittany Troutman, Ed.S, Kennesaw State University